Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Writing Coach: An Approach to RTI in Writing with UDL Software Karen Erickson, PhD, Director Center for Literacy & Disabilities Studies Chapel Hill, NC

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Writing Coach and Project SOLO™ Research & collaboration resulting in solutions for schools and students who struggle.

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill What is SOLO™?

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill SOLO™  A Universally Designed Literacy Software Suite that includes: Word Prediction (Co:Writer) Graphic Organizer (Draft:Builder) Talking Word Processor (Write Out:Loud) Text Reader (Read Out:Loud)

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill As a UDL solution, SOLO™ supports  Tier I interventions by offering: high quality, differentiated instruction multiple means of representation, expression and engagement  Tier II interventions by offering: a means to customize assignments additional supports (e.g., Topic Dictionaries)  Tier III intervention by offering: extensive personal preferences & instructional scaffolds

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill What is Self-Regulated Strategy Development?

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Self Regulated Strategy Development (SRSD, Graham & Harris, 2005)  SRSD is a method for providing explicit, focused writing instruction.  SRSD assumes that some children require more specific teaching in order to be able to understand and use effective writing strategies.  SRSD is supported by numerous research studies with children who experience difficulty writing (d= 1.15, Graham & Peren, 2007)  SRSD is typically a Tier III individualized intervention

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Six Recursive Stages of SRSD Instruction  Background Knowledge  Discuss It  Model It  Memorize It  Support It  Independent Performance

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Three Strategies Summary PLANS: A Goal Setting Strategy PLEASE: Paragraph Writing Strategy

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Project SOLO™ Combing UDL Software with Research- Based Writing Interventions Funded by the National Center for Technology Innovations Technology in the Works

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Design  Random assignment of 6 teachers to two treatment conditions:  SRSD Only  SRSD plus SOLO™  Six weeks of intervention (18, 45 min. lessons)  Ongoing classroom observations and collection of observational data including fidelity checklists.

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Research Measures  Pretest/Posttest Measures:  Test of Written Language–3  (TOWL-3, Hammill & Larsen, 1996)  Writing Attitudes Survey  (Kear, Coffman, McKenna, & Ambrosio, 2000)  Focus Group Interviews  Observation of instruction (Fidelity)

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Participants  Six teachers, 3 each in grades 3 and 4.  5 teachers hold a masters degree  3 teachers hold National Board Certification.  Average of 12 years of experience (range 3-30 years).  53 students in grades: 3 (n=23) and 4 (n=30).  Additional children took either the pre or posttest but not both.  1 child did not speak English well enough to understand the directions.  11 had identified disabilities, 14 identified as gifted

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill The Intervention  Teachers selected a strategy to teach using SRSD instruction.  3rd Grade: Summary Writing  4th Grade: Narrative  18 lesson plans for each writing strategy were developed.  No information regarding the implementation of SOLO™ was provided in those lessons.

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill SRSD as a Tier 1 Intervention Addressing the needs of all learners in the general education setting.

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Group Results  All 53 participants with pre/post TOWL Cohen’s d =.38 One-tailed paired samples t-test  T(52) = , p=.000*

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Group Results by Grade Level  3rd Grade (n=23) Cohen’s d =.36 One-tailed paired samples t-test  T(22) = , p=.0005*  4th Grade (n=30) Cohen’s d =.42 One-tailed paired samples t-test  T(29) = , p=.000*

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Can the addition of SOLO™ turn SRSD into a Tier 2 intervention without changing the setting?

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill All Participants by Intervention Groups  SRSD only Cohen’s d =.525 One-tailed paired samples t-test  T(14) = , p =.000*  SRSD + SOLO™ Cohen’s d =.35 One-tailed paired samples t-test  T(37) = , p =.000*

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Ability Group Membership Based on TOWL Pretest Scores

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Results for All Students Below Average  SRSD only (n=2) Cohen’s d=.30 One-tailed paired samples t-test  T(2) = -.487, p =.3375  SRSD + SOLO™ (N=20) Cohen’s d=.61 One-tailed paired samples t-test  T(19) = , p =.001*

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill What would happen if SRSD + SOLO™ became a Tier 3 intervention? Separate setting Small group Intensive, every day

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill 3rd Grade Summary Writing Strategy: Sample Lesson

Model It 13. Purpose: Identifying the Main Idea and Important Ideas a. Minilesson i. Read a short story to the students. ii. Think aloud while you show them how to write the main idea. iii. Reread the story, the main idea and other important ideas you’ve listed. Think aloud while you model the self- statement, “Have I written the main idea and all the important ideas?” b. Student Writing Idea: i. Ask students to read a short story or portion of a story and write the main idea and other important ideas. Encourage them to check what they’ve done and ask themselves, “Have I written all of the important ideas?”

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill SOLO™ Supported Reading Guide to Support Summary Writing: Christmas in GreeceChristmas in Greece

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill SOLO™ Supported Reading Guide to Support SSCARE Strategy: The Night I Followed the DogThe Night I Followed the Dog

Student 1: Completed Supported Reading Guide

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill After completing the Supported Reading Guide, the teacher directs students to launch Write:OutLoud and retell the story using the information in the Supported Reading Guide.

Student’s Rewritten Version of The Night I Followed The Dog

Student 2: Completed Supported Reading Guide

Student 2’s Rewritten Version of The Night I Followed the Dog

Student 3: Completed Supported Reading Guide

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Student 3’s Rewritten Version of The Night I Followed the Dog

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Student 3 Continued

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill The fifth grade teachers provided students with well-written and poorly written paragraphs to read and analyze using using the Supported Reading Guide in Read:OutLoud.

5th Grade Expository Writing Activities - TH3 TNT T3Z with Good Examples Read:OutLoud with Supported Reading Guide

5th Grade Expository Writing Activities TH3 TNT T3Z with Poor Examples Read:OutLoud with Supported Reading Guide

5th Grader #1-Completed Supported Reading Guide from Well Written ParagraphWell Written Paragraph

5th Grader #1-Completed Supported Reading Guide from Poorly Written ParagraphPoorly Written Paragraph

Center for Literacy & Disability Studies _______________________________ University of North Carolina at Chapel Hill Students then read a poorly written paragraph, found the TNT components, evaluated the paragraph to determine what elements were missing.

5th Grader #2: Completed Supported Reading Guide and Evaluation of Poorly Written ParagraphPoorly Written Paragraph

5th Grader #3: Completed Supported Reading Guide and Evaluation of Poorly Written ParagraphPoorly Written Paragraph